Supporting Your Fourth Grader as a Reader
1. Set aside time for reading every day. Invite your child to talk to you about the books
he/she is reading.
• Book Discussion Questions
2. Continue to read aloud and discuss text. Picture books, newspaper and magazine
articles require shorter amounts of time. Chapter books provide in-depth character
development and plot. They offer opportunities to model reading stamina (the ability to
read for longer periods of time and return to a book multiple times before finishing it).
• Sit so both you and your child can see the
book.
• Read to your child, or your child may
want to share the reading with you.
• Take time to talk about parts of the book
while you are reading.
o Make predictions
o Discuss and evaluate a character’s
actions
o Compare a character to your own
or to others’ lives
o Identify information that is learned during reading
For read aloud recommendations:
• Have your children ask their friends about their favorite books and authors.
• Ask your child’s teacher.
• Visit your local library and talk with the children’s librarian.
• Visit websites to read children’s book reviews. Several recommendations:
o kidsreads.com
o boysread.org
o carolhurst.com (All Reviewed Children’s Books, arranged by grade level)
3. Begin a neighborhood book club. Book clubs promote a love for literature and foster
positive interaction among friends. They create opportunities for children to hear multiple
perspectives and opinions of characters, settings, plots and themes. Besides, if Oprah can
have a book club on TV, kids can have one too!
• Guidelines for Book Clubs
4. Use reference materials (books, encyclopedias, magazines, the Internet) to find
answers to questions.
Book Discussion Questions
About the Author
• Why do you think the author wrote this book?
• What is the author trying to tell us?
• What did the author have to research or know to write this book?
About the Characters
• What do you think of the main characters?
• How do the characters change in the story? What makes them change?
• How did the characters make you feel while you were reading the book?
• Would you like to be, or be friends with, any of the characters? Why or why not?
• If you could change the behavior of any character, which one would you change?
Why?
• Which characters are like ones from other books?
About the Plot
• What was the most important part? Why?
• How did your thinking change as the plot developed?
• What did you think and feel as you read the ending?
• Could there have been a better solution? If so, what would that have been?
• What is the main point or theme to the story? How does it relate to you
personally?
• What was your favorite part? Why?
• What was your least favorite part? Why?
About the Setting
• Think of six words that describe a setting from the story.
• If you were to visit a setting from the story, what would you pack to help you
survive there?
• How would the (problem, solution, characters’ actions) change if the story took
place elsewhere?
Overall Reactions
• What theme/life lesson did you find in this book?
• Who, or what type of person, should read this book?
• How do you think the following people would react to this book? Explain your
thoughts.
o Your parents
o Your neighbor
o Your brother or sister
o Your teacher
• What other topics would people who like this book be interested in?
Guidelines for Book Clubs
Decide whom to invite
• Children close to the same grade level work best.
• Find children who have similar interests.
• Get four to seven children to commit. Parents can join the discussion too! You
want enough people to have a discussion and hear multiple viewpoints, but with
too many, everyone can’t participate.
Decide on a schedule
• How often? Once a month? Once every two months? Only during the summer?
• Day and time of week. Try to keep it the same. Consistency helps everyone plan
and remember.
Decide where to meet
• Take turns meeting at participants’ houses. Decide if snacks will be provided, and
who will provide them.
• Meet in a public place, like a library or coffee house.
Decide what to read
• The host can select.
• Children can discuss possibilities and decide together.
• Consider new releases and new authors as well as classics that haven’t been read.
Agree to come prepared
• Every child needs to come with at least one topic or question for discussion.
Discussion Points for Book Clubs
• Encourage children to listen and respond to each other before moving on to other
topics and questions.
• It’s helpful for parents to have read the book, and to facilitate the discussion if
needed. Keep in mind that the children should discuss, share and glean insight
from each other rather than from adults.
Keep it simple and stay flexible
• Thirty to forty five minutes of focused discussion can provide a lot of insight for
children! Add or shorten time as needed.
• There’s no need to plan elaborate activities. However, the discussion regarding
the theme of a book may instigate an action.
Discussion Points for Book Clubs
Remember, everyone in the book club has read the book, so there’s no need to retell the
story. The point of a book club is to enhance the group’s understanding of the book and
its themes by hearing other people’s thoughts, interpretations and questions.
Elements to consider for discussion and enjoyment:
• Parts
o Favorite and least favorite
o Funniest or saddest
o Scariest
o Particularly well written
• Character
o Favorite and least favorite
o Purpose of character in the story
o Relationships between characters
o Connections you make with the
characters
o Changes you notice about
characters throughout the book
• Setting
o Mental images you created in your head of the setting
o Connections you made with the setting
• Author’s writing style
o Sections you think are effective
o Sections you think could have been written better or differently
o Sections to be added or taken out
o Words you want to remember
• Author’s message
• Life lesson
Grade Four Writing
District 196 Elementary Writing Rubric
This rubric shows six general criteria for writing. Each criterion is rated in quality from 1
to 4, with 4 being the highest.
Grade Four Writing Samples
Writing samples allow for examination of the characteristics of quality writing in
different genres. The samples can be used to compare and contrast a child’s writing. As
you see similar characteristics, compliment and help your child see the positive traits of
his/her writing. Talking With Your Child About His/Her Writing
Grade Four Writing Samples
The following writing samples were scored using the District 196 Elementary Writing
Rubric, which was used to create the District 196 Report Card Marking Code
Descriptions. Teachers use the District 196 Writing Rubric to analyze and score a
student’s final draft.
Comparing the District 196 Writing Rubric to the District 196 Report Card Marking
Code Descriptions
How to read the student samples
Callouts or speech bubbles focus on strengths in content, organization, voice, wordchoice and sentence fluency. The samples have been edited for spelling, grammar and
punctuation.
Callouts point to the section being noted. If that trait is spread throughout the story, colorcoding (highlighting or colored text) is used to match the callout to the identified trait.
Personal Narrative
Personal Narrative focuses on a personal experience. It is written in a storytelling way,
sequencing the story from the beginning to the end. The writer leads the reader into the
story, zooming in on small episodes, expanding the most important part often using
dialogue. Finally, the ending reflects on the most important part of the story.
• Proficient Sample 1
• Proficient Sample 2
• Exemplary Sample 1
• Exemplary Sample 2
Personal Essay
Personal Essay is a type of expository writing in which the writer advances a theme of
personal significance. This writing is non-narrative. In other words, it is not written in a
storytelling, sequenced way. Instead, a thesis is stated, with an intended audience in
mind. Then points are given to support the thesis. The points are supported with evidence
in the forms of stories, lists, quotations, and proof from sources. The end of the essay
reminds the reader of the thesis statement, and perhaps, a new realization.
• Proficient Sample 1
• Exemplary Sample 1
Comparing the District 196 Writing Rubric
to the
District 196 Report Card Marking Code Descriptions
Although the report card uses a rubric system, it is different than the District 196 Writing
Rubric. Along with the writing descriptors from the District 196 Writing Rubric, the
report card Writing Content Marking Code includes the student’s application of teacher
instruction, his/her willingness to revise, the quantity of writing that he/she produces
during a period of time and the amount of conferring a teacher does with the individual
student.
Therefore, the report card grade may differ from scores on individual papers. For
example, if your child’s writing has been scored a 3 using the District 196 Writing
Rubric, but he/she receives a score of 2 (Developing) on the report card, it may mean that
he/she did not produce the expected quantity of writing during that trimester, or he/she
received more individual conferring to revise and develop the writing pieces. Please
communicate your questions/concerns with your child’s teacher.
Talking With Your Child About His/Her Writing
It is important that your child’s writing is YOUR CHILD’S WRITING. As adults, we can take the work of
a child’s, and with our own pen, we can insert better word choice, create more sophisticated sentences,
add more details, or better organize the writing. However, doing so will not help your child be a better
writer. For your child to become a more proficient writer, he/she must work through revisions, doing the
writing him/her self.
We encourage you to talk with your child about his/her writing. We always encourage complimenting a
child before pointing out revision suggestions.
The following talking points may be helpful.
Compliments might be:
• Your paper is really organized. It’s easy to follow your story from the beginning to the end.
• Your writing flows well. I can follow along easily from one paragraph to the next.
• You stick to the topic throughout your entire paper. All of your ideas flow together well.
• The details that you give to support this (idea, event) are great.
o They give me a good picture of the event.
o They really explain your topic sentence.
• Your use of strong verbs helps to show the (emotion, action) really well.
• Your lead (introduction) really makes me want to keep reading.
• Your ending makes me reflect on your entire story.
• The words and details you use really show your passion and feelings about the (topic, event).
• You used creative language to get your point across. It is really effective.
Comments to help your child make the paper better:
• When I read this, I want to know more information (details) so I can understand better. (If it’s a
scene, acting out the scene sometimes helps the writer put words into the mind.)
• When I get to this point, I get confused. Tell me more.
• Your story goes on for a long time before you get to the important part. What do you think your
reader needs—or doesn’t need—to get into your story?
• Your story just ends, but I thought there should be more. Can you work on your ending so that the
reader knows you are finished?
• Your dialogue gets confusing. I’m not sure who is talking, and what else is going on during the
conversation. Can you clear that up?
Mechanics:
It is often easy to notice punctuation, spelling and grammar errors in a paper. If adults only comment on
punctuation, grammar and spelling, a child becomes less of a risk-taker to be a complex, comprehensive
writer. However, mechanics DO matter.
So, along with noticing and supporting the quality of the content in your child’s paper, spend some time
noticing the mechanics.
• Critique one area of mechanics at a time. Choose punctuation, spelling OR grammar.
• If possible, generalize a rule so your child can apply it to other writing.
Editing Marks
These marks are universally used to edit papers.
The author uses
dialogue to show
interaction between
two characters. The
author begins the story
right before the
important event.
The author
shares several
details, giving
the reader a
vivid picture,
for the most
important part
of the story.
Grade Four
Personal Narrative
Writing Rubric: 3
Ouch!!
Overall, the story is focused
on one big event. The
sequence is clear, and
transitions help the reader to
know where the story is
going next.
“Andie it’s time for you to go home,” my
friend Elizabeth said. “Your mom just called.”
“Okay!” I shouted. “Bye. Thank you,” I said. I
was confused because my mom said that I should
be home by 5:45 and it was 5:15. “Oh well,” I
thought.
So I hopped on my scooter and raced down
the road. I pushed with my foot as fast as I could. I
was riding on the curb because the street I was on
is pretty busy and leaves were covering the streets.
I looked down at my wheels and man they were
going fast!!! I looked back up and my scooter and I
were in the air! And then my scooter landed. It
landed right beside me…slammed straight on the
ground. OUCH!!! THAT HURT! It hurt really badly. I
didn’t get up. I didn’t move. I just lay there on the
street. I turned my head to the other side of the
street. I saw a sewer that I probably ran over.
I couldn’t believe the pain! But I had to get up
because the street was cold. It was my left arm. I
felt like I broke it. I dragged my scooter all the way
home. My house was close, though. I saw my mom
waiting for me on our driveway. When I got up to
her she noticed my frown.
“What’s wrong?” she asked.
I felt like I couldn’t talk so I just showed her
my arm. I felt like my throat was swollen. I felt like
the only thing I could do was cry. We went inside
right away. I sat down on the couch and cried. My
The author
uses strong
and
purposeful
verbs to show
action.
Thoughts help
the reader
know the
character’s
feelings.
Repetition of
words (I felt
like) helps the
author show
another
important part.
mom got me an icepack. She asked me if I wanted
to go to the doctor. I nodded. So my mom, my
younger sister Danielle and I got in the car and we
drove to urgent care.
When we got there I was scared. I knew the
doctors would make me move it. Once we got into
the room, I was taken out right away to get x-rays.
After they took the x-rays (which was torture) I got
taken into another room where I was going to get a
splint for my arm. The doctors said that my arm
was broken right away. They said to come back on
Friday to get a cast. I needed to let the swelling go
down.
I think that was one of the most painful,
This sentence
brings the
exciting days in a long time.
story to a
conclusion.
The lead shows
the emotions of
the main
character. The
author uses
dialogue to show
the main event of
the story.
The author
shares
several
details,
giving the
reader a
vivid
picture for
the most
important
part of the
story.
Grade Four
Personal Narrative
Writing Rubric: 3
White Water Rafting
Overall, this story is focused
around one big event. The
author gives the reader details
to get a picture of the event
and elaborates on an
important part.
“Are we going white water rafting?” I asked.
My dad said, “Yes.”
“Woohoo!” I shouted. I woke my brother up. It
was an accident.
Later our instructor told us the principles.
Then we got in the 12-foot raft. It felt weird
because we had to sit on the edge since there were
no seats. It felt like you were going to fall off the
edge of the raft. I was a little frightened.
Finally we got to the first rapid. Water poured
over the edge of the raft like the whole ocean filling
a pitcher. Then we hit it. We hit the black hole. We
started spinning around and around like a tornado.
When we stopped, we were going backwards
through the rapids. We were bobbing up and down.
We completed the second rapid without hitting a
black hole.
We got to a cliff where we parked the raft.
The kids were able to jump 10 feet into the 40
degree Colorado River. It was really cold!
After two more rapids we got to the end of
the ride. No more water. No more black holes. No
more nothing. Just land.
I would love to do that again.
The comparison
helps build
intensity in the
story and gives
the reader a clear
picture.
The author uses
repetition to
show reader an
important part
of the story.
The author uses
a pronoun and
then the author
names it (itblack hole).
Short sentence
fragments help
the reader
quickly
remember
important parts
of the story.
Grade Four
Personal Narrative
Writing Rubric: 4
The lead
sets up a
scene and
shows the
character’s
actions and
attitude.
The author
elaborates
with details
to show a
scene, step
by step.
The author
shares several
details,
making the
most the
important part
of the story
the longest.
Clever word
choice and use
of figurative
language give
the reader a
vivid
understanding.
Almost Success
I creaked my bedroom door open and I gazed out. I quietly tiptoed
down the hall and glimpsed into my dad’s room, “Yes!” I saw he was
sleeping.
Overall, this piece has a
clear introduction and
conclusion. The details of
this focused story contain
meaningful information.
Word choice creates
strong images, and allows
the reader to know the
author’s emotions.
I walked into the kitchen and looked at the white gleaming tiles paved
into the wall. I put on my purple bandana and walked over to the fridge.
I swung the door open and thought, “What would Dad like on an egg
sandwich?” I carried out eggs, cheese, salami and bread. I set
everything on the counter and warmed up the pan. I cracked the egg
and watched it even out smoothly into the pan. I gently put the salami
on top of the egg. I went and sat down on the stool, my head pounding
with thoughts, “What if he wakes up? What if he doesn’t like it?” Whatifs were streaming through my head, back and forth like a ping-pong ball.
A loud POP startled me and I jogged over to the pan. The salami looked
ready to explode. I shifted the pan and the egg shifted too. I flipped the
egg and it landed neatly on the pan. I put on a handful of sharp cheddar
cheese and put the toast in the toaster. I heard footsteps down the hall.
I turned off the burner and popped up the toast. I gently placed the cheese,
egg and salami concoction on a piece of toast and slapped another one
on top.
The author
includes
thoughts, which
help the reader
to understand
the character’s
feelings,
attitude and
purpose.
The author
uses strong
and
purposeful
verbs to
show action.
Adverbs
bring
precision to
the
language,
but are not
overdone.
Dad lazily walked into the kitchen and glared at the sandwich. “Me?”
he asked.
“Yes,” I responded. He glared back at the sandwich, first a smile, then
ever so slowly, it turned to a frown. He sighed, “I wanted sourdough
bread, not whole wheat.”
“Oh well,” I thought. At least it was almost perfect.
The ending ties
into the title
and the author’s
purpose for the
story.
The lead gives
information about
the setting, and the
dialogue lets the
reader know the
emotions of the
characters.
Grade Four
Personal Narrative
Writing Rubric: 4
I Did It!
Overall, this piece has a
clear introduction and
conclusion. The details of
this focused story contain
meaningful information.
Word choice creates
strong images and allows
the reader to know the
author’s emotions.
We were in line to go on the Screaming Yellow
Eagle. “I’m gonna die!” I said while we were finding
our seats.
“You’ll be fine,” Meagan replied.
“I hope so,” I mumbled under my breath.
Once we found our seats, the man came around
and made sure our seats were secure. We inched
away from the platform little by little. We started
going and going, and when we reached the top, I
was the only one screaming, and everyone else had
stopped.
When we went down it felt like my stomach was
going in an opposite direction. My teeth were
clenched and my hands were matching, as they
were tightly wound around Megan’s jacket.
The author
includes
extra
information
but relates it
to the story
to give the
reader more
perspective.
Our moms were waving but I didn’t have the nerve
to let go of my seatbelt to wave. Oh, how I wanted
to get off that ride. I could have raised my hand to
get off, but I didn’t.
The ride started to slow down. Finally I was going
to get off. At least I thought I was. My worst
The author uses
strong and
purposeful verbs
to show action.
Clever and
precise word
choice show
expertise and
character’s
personality.
The author uses
words to show
the reader a
vivid picture.
The author
uses
repetition
with “5-4-32-1” but the
emotions
the words
bring forth
are different
each time.
nightmare was about to start. In 5-4-3-2-1…off we
went around and around once more.
I started yelling. My legs were wrapped around
Megan’s. It was as if Megan’s and my legs were
chained together. Oh, how I wanted to get off. I
was so close to raising my hand but my best dream
was about to begin. In 5-4-3-2-1, the ride stopped.
Megan and I climbed out of the big protective
seats. We walked down the ramp. I shook my head
vigorously. Uh. I was finally off.
The author
includes
thoughts,
which help
the reader to
understand
the
character’s
feelings,
attitude and
purpose.
I felt like I was still on the ride going round and
around as I had done before. We walked to the car
and I said to Megan, “I did it! I did it!”
Megan replied, “Yeah, you did it!”
The whole ride home I had that excited feeling in
my stomach. I had done it. When I got home,
surprisingly, I wanted to go on the ride again.
The ending refers
back to the most
important part of
the story.
The lead states the
thesis, which is an
opinion that the
author supports.
Grade Four
Personal Essay
Writing Rubric: 3
My Cat is Like a Friend to Me
Overall, this piece sticks to a
topic to prove a point. The lead
and ending state the point, and
the author gives examples to
support ideas.
Some people think having a pet as a friend is weird,
but it is just as exciting as having a human as a
friend.
Transitions are
clear (because
of paragraphs
and transitional
phrases) so the
reader knows
that the topic is
shifting.
The author uses
a list to share
several
examples in
just a few
words.
One reason my cat is like a human friend to me is
because I can dress him up just like a person. One
time when I was dressing my cat up, he yawned. We
were taking pictures. My sister and I laughed. We
decided to write a joke under the yawn picture. My
cat is a good friend because he lets me dress him
up.
Another reason why my cat is like a friend is
because he is entertaining. I can play with my cat.
We play cat hospital. One time, my cat was lying in
the sink. He barely fit. We put a towel on him
because we pretended he had a fever. We had to
use a spoon to get water to his mouth. I realized
then, that my cat is very patient. That makes him a
good friend.
The author
gives short
story
examples to
prove the
point of the
paragraph.
The author
elaborates on the
topic sentence.
The author
includes a
closing thought
before
beginning a
new idea.
Another thing I realize about my cat is that he likes
to eat people food. He even comes to parties just
like a human friend. He has three favorite foods:
tuna, sour cream and shrimp. Shrimp is his favorite.
One time he ate eight pieces of shrimp and didn’t’
have a stomachache! What a super party we had!
My cat is important to me because if I’m ever
lonely, I know I’ll have a friend.
The ending restates
part of the thesis and
synthesizes the essay.
The author uses a
question to lead the
reader into the essay.
The lead ends with the
author’s opinion.
The author talks
directly to the
reader, saying
“you” throughout
the entire essay.
Repetition of
words
continuously
reminds the
reader of the
thesis statement.
Grade Four
Personal Essay
Writing Rubric: 4
Overall, this essay states an
author’s opinion and gives
several examples to prove the
point. Paragraphs and transitions
are clear, and the author clearly
relates to the reader. Energetic
language makes the essay
entertaining.
Have you ever wanted to know what it was like to
have four brothers and sisters? Well let me tell you,
it’s not all it’s cracked up to be.
When you have to get in the car to go somewhere,
you have nowhere to sit and the good seats are
taken up. When there is nowhere to sit, your sister
yells at you and you have to sit by your brother
you hate. Your car ride is horrible because of him,
too!
When you have four brothers and sisters you get
hurt by them a lot. You always have bruises on your
arms and legs and you have to be able to fight
back.
When you have four brothers and sisters you don’t
get a lot of what you want because it wouldn’t be
fair to your siblings. Say you walk into Target and
you want to get something from the dollar section,
but your mom says no because it wouldn’t be fair
to your little sister.
Having four brothers and sisters is hard to deal with
because you have to share a lot. Say there are
three ice cream sandwiches left and there are five
people who want them.
You have to share, so your mom has to cut them in
half. You get a half, your sisters get a half, your
brothers get half, and your mom gets the last half.
Expressive
language adds
character to the
essay.
The author
includes
examples and
stories to
support topic
sentences.
You don’t want to have four brothers and sisters
because you get tattled on a lot. Pretend that your
sister called you a name, and you say, “Be quiet,”
and barely touch her. She yells at your mom and
you get in trouble. And trust me, it gets old.
Even though having four brothers and sisters isn’t
what it’s cracked up to be, you still love them.
Ending restates
the thesis point,
but reflects the
author’s new
learning.
DISTRICT 196 ELEMENTARY WRITING RUBRIC
4
3
2
1
Ideas and Content
• Purpose, topic and
audience clear
• Ideas appropriate and
well-developed
• Details contain
meaningful
information
• Clear and powerful
relationships between
ideas and details
• Purpose, topic and
audience are
established, but not
consistent
• Ideas appropriate, but
need more detail
• Details purposeful, but
need more elaboration
• Generally clear
relationships between
ideas and details
• Purpose, topic and
audience are unclear
• Ideas too general,
vague, abstract; few
details
• Text may take the
form of a list
• Purpose, topic and
audience are absent;
topic ill-defined
• Ideas severely limited
or unclear
• Little or no supporting
detail
• Text is repetitive or
random
Ed S/Lang Arts/Writing/Writing Assessment Rubric – 6/6/03
ISD 196 Graphic Art Dept.
Organization
• Clear introduction and
conclusion
• Ideas and details
presented in logical,
effective sequence
• Transitions smooth
Voice
• Tone and flavor fit
topic, purpose and
audience
• Has ring of conviction
• Reader feels strong
sense of interaction
with writer
Word Choice
• Precise, vivid or
energetic vocabulary
is appropriately used
• Strong imagery
• Creative language
Sentence Fluency
• Sentence structure
reflects logic and
sense, helping to show
how ideas relate
• Sentences flow
naturally; varied
structure and length
Conventions
• Paragraphs create
sound organization
• Correct grammar
• Correct punctuation;
guides reader
• Good spelling, not
necessarily perfect
• Introduction and
conclusion are present,
but one needs
development
• Ideas and details
reasonably sequenced
• Adequate transitions
• Tone fits topic,
purpose and audience
• Writing seems earnest
• Expression not
polished, but enough
evidence of
personality to keep
audience interested
• Author seems willing
to take a risk to reach
audience
• Tone beginning to fit
topic, purpose and
audience
• Personality obscure
• Writing seems general
by frequent use of
vague, tentative or
abstract language
• Flat tone; doesn’t
reflect changing
emphasis or intensity
• Writer doesn’t seem to
reach out to audience
• Writing is functional
without any personal
quality
• Words almost always
appropriate and
adequate
• Language is
functional, with
occasional examples
of freshness and
creativity
• Attempts at energetic,
vivid language present
• Control over simple
sentences
• Occasional variations
in sentence structure
and interest
• Sentences readable,
move naturally from
one to the next
• Paragraphs (indented
or not) are appropriate
• A few minor errors in
grammar, punctuation
and/or spelling may be
present
• Word choice
sometimes
inappropriate
• Attempts at expanded
or creative vocabulary
often miss the mark
• Simple sentences; fall
into the same pattern
• Sentences tend to be
awkward, choppy or
run on, but do
communicate essential
ideas
• Paragraphs attempted
• Frequent problems
with grammar,
punctuation or spelling
impede reading
• Language vague and
abstract
• Redundancy clouds
message
• Complete sentences
• Do not sound natural
• Structures tend to
obscure meaning
• Word patterns
monotonous or choppy
• Text does not invite
oral reading
• Spelling errors
frequent
• Punctuation often
missing or incorrect
• Errors in grammar
effect meaning
• Introduction and/or
conclusion may be
present but weak
• Ideas and details not
effectively organized
• Transitions between
ideas limited; lack a
clear plan
• No real introduction or
conclusion
• Sequencing needs
work
• Transitions between
ideas are incomplete
or confusing
Editing Marks
Type of Mark
Delete
Correct the
spelling or spell
out a word
Change to a
capital letter
Change to a lower
case letter
Start a new
paragraph
Transpose letters
or words
Insert punctuation
Insert a letter or
word
Close space
Split apart
Code
Example
I rode my bike to to
the park.
We’ve had 3 days
of lovly weather.
we painted
pictures in art
today.
My Sister woke up
in the middle of the
Night.
First I woke up my
mom. Next, I ran
into my brother’s
room to wake him
up.
People wonder
how old am I.
I want to buy
sugar,, flour and
butter at the store
the
Look at beautiful
sunset.
I’m looking for my
book mark.
I have alot of work
to do.
Curriculum/Handwriting/edits/edits.indd/Graphics Department/12-29-08
Word Study
During 2005-2006, the District 196 Language Arts Committee reviewed and revised the elementary
spelling curriculum. Spelling is now called Word Study and includes spelling, phonics, language and
vocabulary development. Current research shows that learning about language and words through
phonetic principles helps children become more effective readers and writers. The Word Study
curriculum for Grade Four has three components: spelling lessons, language and vocabulary lessons,
and dictionary and thesaurus lessons. Use of the Word Study Curriculum enables children to transfer
what they learn about words into daily reading and writing.
The goals for the word study program are:
•
Learn spelling strategies
Children will learn spelling strategies that will assist them when they are trying to spell
unfamiliar words. Sounding out a word is only one of several strategies. Other strategies that
will be taught are making connections to other words, comparing how they look and sound, and
using references.
•
Learn how to memorize words
Children will learn how to memorize words that are used in everyday writing from a list of Must
Know Words. Children will practice unknown words until they are memorized, and use them
correctly in everyday writing. A list of these words will be sent home for students to have and
use.
•
Learn common patterns
Children will review/learn common patterns used in spelling. These patterns will include several
vowel patterns, how base words change when a suffix is added, and silent letters.
•
Develop a spelling consciousness
Children will develop an awareness of words. The goal is for children to become word experts,
recognize when a word they write doesn’t look right, and choose a strategy to spell and write it
correctly. Children will become more aware of words and word patterns. They will even find
errors in published text!
•
Develop word awareness and interest
As words are explored through spelling and meaning, they will develop a curiosity and interest
in words that will transfer into reading and other academic areas. Exploration of word origins,
relationships among words, and the study of synonyms (words with similar meanings),
antonyms (words with opposite meanings), idioms (a phrase that does not have literal meaning),
homophones (words that sound the same but have different meaning and spelling), and
homographs (words that are spelled the same and might be pronounced the same, but have
different meanings) will occur.
•
Develop the ability to use reference materials with ease
Throughout spelling and language and vocabulary lessons, the dictionary and thesaurus will be
used on a regular basis to find definitions, pronunciations, and word origins. It is recommended
that children have an age appropriate dictionary and thesaurus to access at home, too.
How To Support a Child With Word Study
Learn Must Know Words
Must Know Words are words that children need to spell automatically. These words are a combination
of High Frequency Words (words that are most often used in writing) and Frequently Misspelled
Words. Words are added to the list each year as children progress from kindergarten through fourth
grade.
Use Look, Say, Cover, Write, Check to study Must Know Words.
Children use a Look, Say, Cover, Write, Check Folder so that the columns of words can be hidden or
revealed.
• Place a sheet of paper in the folder for the child to write his/her words.
• The child copies a word from their spelling list in the first column.
• Then he/she closes the first column flap, says the word, visualizes it, lifts the second flap and
writes the word in the second column.
• Next the child lifts the first flap to check the spelling of the word.
• Then the child closes the first two flaps, opens the third flap and writes the word again in the
third column.
• Finally the first and third flaps are opened to check the spelling of the word.
• This sequence is repeated for each word being practiced.
Develop a Spelling Consciousness
Spelling consciousness is an awareness of words and word patterns. The goal is for a child to become a
word expert, recognizing when a word he/she writes doesn’t look right, and choose a strategy to spell
and write it correctly.
Encourage the child to use the perfect word for a writing situation, regardless if he/she knows how to
spell the word. However, if a child is not sure if the spelling is correct, he/she should circle it and get
the rest of the message down. Then he/she should search for the correct spelling using one of the
following options.
To search for the correct spelling:
• Look for patterns or word parts in the word. Compare it to other words that have the same
pattern. Ask, “Does this word look like another word that I know?”
• Write the word different ways, using different letter combinations/patterns. Ask, “Which way
looks right?”
• Use a dictionary.
• Ask someone who knows.
Get Involved With Word Sorts
A word sort is a categorizing and classifying activity. Word sorts help a child compare and contrast
words, forming hypotheses about word properties. A child is able to make connections between words
and make generalizations about them. This helps him/her become a stronger reader, writer and speller.
In Zaner-Bloser Spell It-Write, Jerry Zutell states that to implement word sorts:
• Encourage discovery and see if your child can find patterns
• Work with more than one spelling pattern at a time so your child sees how patterns work
• Encourage flexibility to realize there may be more than one pattern associated with a particular
word group
Word Sorts
• Spelling Pattern
• Meaning
• Syllables
T-charts are used to put words into categories. Your child can make a T-chart, or use the ones provided.
Make Connections With Words
“Making Connections” with words builds vocabulary knowledge. These activities support your child to
learn meanings of words as well as deepen understanding of known words.
Making Connections Activities
• Word Web
• Is/Is Not T-Chart
• Relationship Study
• Word Parts in Common
Word Sorts
Below is a spelling list, which is used for the word sorts and making connections activities.
writer
creditor
pitcher
professor
teacher
leader
actor
officer
director
reader
player
juggler
ruler
jogger
worker
operator
jeweler
Spelling Pattern
Using the list, words are sorted by patterns.
speaker
visitor
writer
officer
ruler
jogger
treasurer
pitcher
worker
reader
explorer
hiker
traveler
teacher
juggler
player
gardener
jeweler
drummer
leader
actor
creditor
editor
senator
inventor
director
professor
prospector
sailor
operator
editor
senator
hiker
sailor
gardener
treasurer
inventor
explorer
traveler
drummer
Meaning
Categorize the words from the spelling list according to their meanings. The category titles do not need
to be spelling words. Place appropriate words under each category. Not all words from the spelling list
need to be used.
art
jeweler
drummer
actor
science
inventor
explorer
athletics
pitcher
skater
dancer
juggler
hiker
player
academics
writer
speaker
reader
professor
editor
teacher
instructor
financial
treasurer
creditor
land
farmer
settler
owner
gardener
Syllable
Using the list, words are sorted by syllables.
2 syllables
speaker
writer
reader
jogger
pitcher
worker
3 syllables
officer
creditor
treasurer
professor
gardener
traveler
4 syllables
operator
2 or 3 syllables
jeweler
Making Connections Activities
Word Web
Choose one word from the spelling list, and make a word web. Place the chosen word in the center
rectangle, and branch out to synonyms, antonyms, short definitions or examples where words have been
encountered.
Synonyms
CEO
guide
head
president
captain
Antonyms
follower
tail
copycat
Leader
Short Definition
A person or thing
that guides others along.
Examples
-The leader of our country is the president.
-Follow the Leader is a game where
everyone copies the person in the front.
Other ways to use the word LEADER:
-Blank film or tape in the beginning of a movie or cassette
player
-A wire or thread used to lure fish
-A pipe used to get water to come down from a roof
(downspout)
Is/Is Not T-Chart
Select a word from the spelling list and write it at the top of the Is/Is Not T-chart. Then write words
and/or phrases that describe what the word Is and Is Not using all definitions of the word.
Using a dictionary and thesaurus helps a child develop new vocabulary and word knowledge.
WORD: Skater
Is
Is Not
glider
graceful
skimmer
slider
water strider
coaster
clumsy
obvious
on time
clunky
cumbersome
ungraceful
Relationship Study
The finished product of this activity is a list that begins with a spelling word and ends with a word that
has an opposite meaning, which may or may not be a spelling word. In the middle of the list, additional
words (between 3-10) are added that gradually change meaning. Like the Is/Is Not Chart, it is helpful
to use a dictionary and thesaurus.
Stranger
current by-passer
acquaintance
co-worker or neighbor
friend
companion
Word Parts in Common
Activity 1
Choose a word from the spelling list and find other words that have the same beginning, middle or
ending syllable, consonant or vowel combination or rhyming pattern.
Word: instructor
in
inventor
indigestion
incredible
institution
inclement
indulge
struct
construction
structure
strum
struggle
strudel
or
inventor
professor
sailor
director
actor
Activity 2
Use the Finding Meaning in Word Parts chart to extend this activity. Write the root or base word and its
meaning. Then find words that contain the root or base and write the meaning of the entire word.
Word
spectator
Word
inspect
Meaning
one who watches
Meaning
To examine something
carefully
Root/Base
& Meaning
Spec/spect – see/look
Word
perspective
Meaning
The appearance of
something from one
person’s point of view
Must Know Words
a
a lot
about
after
again
all
always
an
and
another
are
around
as
at
be
beautiful
because
been
before
believe
but
buy
by
called
came
can
caught
clothes
come
could
did
didn’t
different
do
doesn’t
don’t
down
each
enough
especially
everybody
everyone
everything
family
favorite
finally
find
first
for
friend
from
go
getting
got
had
happened
has
have
he
heard
her
here
him
his
house
how
I
I’m
if
in
into
is
it
it’s
its
just
knew
know
let’s
like
little
long
made
make
many
maybe
me
more
morning
most
my
no
not
now
of
off
on
once
one
only
or
other
our
out
outside
over
people
presents
pretty
probably
put
really
said
saw
scared
school
see
she
should
so
some
something
sometimes
started
stopped
than
that
that’s
the
their
them
then
there
there’s
these
they
they’re
this
thought
threw
through
time
to
too
took
two
until
up
upon
use
usually
very
want
was
water
way
we
we’re
went
were
what
when
where
which
who
whole
will
with
words
would
you
your
you’re
Word Web
Synonyms
Antonyms
Word
Short Definition
Other ways to use the word
Examples
IS
IS NOT
IS
IS NOT
Directions to Make a Look, Say, Cover, Write, Check Folder
To make a Look, Say, Cover, Write, Check folder, draw the above lines on a file
folder or a piece of cardstock. Cut on the thin lines. Fold on the thick line. You will
end up with three flaps. Each of these forms a column.
Directions for Using a Look, Say, Cover, Write, Check Folder
Place a sheet of paper in the folder for the child to write his/her words. The child
copies a word in the first column. Then he/she closes the first column flap, says
the word, visualizes it and writes it in the second column. Next the child lifts the
first flap to check the spelling of the word. Then the child closes the first two flaps,
opens the third flap and writes the word again in the third column. Finally the first
and third flaps are opened to check the spelling of the word. This sequence is
repeated for each word being practiced.
Finding Meaning in Word Parts
Write the root or base word and its meaning. Then find words that contain
the root or base and write the meaning of the entire word.
Word
Meaning
Word
Meaning
Word
Meaning
Word
Meaning
Word
Meaning
Root/Base
& Meaning